ERIC Number: EJ1182365
Record Type: Journal
Publication Date: 2018
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2307-7999
EISSN: N/A
Impact of the School Coexistence on Academic Performance According to Perception of Typically Developing and Special Educational Needs Students
Journal of Educational Psychology - Propositos y Representaciones, v6 n1 p275-300 Jan-Jun 2018
This descriptive correlational study aims to compare the perception about eight dimensions of school coexistence of typically developing high school students (n = 545) and students with special educational needs (n = 75) from Chile and their relationship with the general academic performance. Based on the analysis of hierarchical and non-hierarchical clusters, multiple regression and logistic regression, it was found that students with special educational needs have a less favorable perception in almost every dimension analyzed; especially, in those aspects related to school victimization, aggression, and indiscipline. Likewise, they perceive that they have a limited peer social network, as well as limited normative adjustment and a lower perception about their own positive interpersonal skills. The multiple regression and logistic regression models allow confirming that the dimensions of school coexistence account for between 20% and 27% of the academic performance variability. The aforementioned models highlight the role and negative effect of the level of victimization perceived by students, as well as the perception about the occurrence of indiscipline situations in the classroom, and the fact of belonging to the group of students with special educational needs, and to the group of male students. The findings are analyzed and discussed in light of the implications for high social vulnerability educational contexts.
Descriptors: Correlation, High School Students, Special Needs Students, Disabilities, Student Attitudes, Educational Environment, Academic Achievement, Foreign Countries, Victims, Aggression, Discipline Problems, Peer Relationship, Interpersonal Competence, Self Concept, Gender Differences, Grade 12, Student Surveys, Multiple Regression Analysis, Statistical Analysis
Universidad San Ignacio de Loyola S.A. Avenue La Fontana 550, Urbanizacion San Cesar de La Molina, Lima 12, Peru. Tel: 511-317-1000, Ext. 3139; e-mail: propositosyrepresentaciones@usil.edu.pe; Web site: http://revistas.usil.edu.pe/index.php/pyr
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Chile
Grant or Contract Numbers: N/A